Originally published: April 2003

The new generation must be equipped with the skills that will allow them to operate effectively in any given work circumstances. In other words, they must be world-ready yet “future-proof”. This need has brought about educational reforms across the globe.

Problem-Based Learning

The Business Information Technology (BIT) section of the School of Business & Accountancy of Ngee Ann Polytechnic took part in this educational reform by introducing Problem-Based Learning (PBL) into one of its first year modules. This pilot project was executed in the first semester of academic year 2002/2003 on the module Computing and Information Processing (CIP). In CIP, students learn fundamental concepts of computer systems and the software applications Microsoft Excel and Frontpage. A total of 80 students (two classes of 40) participated in this project which sought to investigate the following:

a. Effectiveness of PBL on student learning.
b. Impact of PBL on students and staff.
c. Suitability of assessment methods in PBL

PBL Methodology

The lessons were conducted in workshop mode in which each class was assigned to one lecturer. There was no mass lecture for workshop mode. The classes met twice a week and each meeting took 2 hours. The first meeting of each week was dedicated to PBL while the second meeting of each week was dedicated to practical exercises.

Students in each of the two classes formed permanent groups of 5 and worked together throughout the whole semester. These groups were presented with one new problem every two weeks. In total, groups had to handle 4 problems.

Each time the groups were given a problem they discussed and formulated possibilities to solve it. Throughout their discussion they encountered issues and concepts which they did not know anything about. These unknowns formed the “Learning Issues” which the group undertook to investigate, research, and study on before they used the new knowledge or information acquired to solve the problem. Each group’s solution was then presented during the following week’s meeting.

Each time the groups were given a problem they discussed and formulated possibilities to solve it. Throughout their discussion they encountered issues and concepts which they did not know anything about.

Did PBL Work?

For the purpose of control and comparison, the assessments for these students on PBL remained the same as that for non-PBL classes. The only difference is that they learnt through problem solving instead of through lectures.

The encouraging sign of this pilot project was that students on PBL did not fare significantly differently from non-PBL students in their final CIP results. In fact, as observed by their tutors, students were more engaged in class, gained confidence and initiative, and were definitely less distracted by their laptops in class.

Further Developments

In the January 2003 semester, the scope of PBL implementation has been expanded with more modules, more classes, and more lecturers involved. The PBL process has also been refined to build in phasing in for first-time PBLers.

It is through these efforts of infusing this form of Learner-Centred Learning that the BIT team aims to produce “Plug-and-Play” enabled graduates that will fuel the new economy. However, this form of learning goes against the very way that most of us were educated. Although the road is winding and filled with bends, it is our believe that the destination will be bright and fulfilling.

Authors

Team of lecturers from the School Of Business & Accountancy, Ngee Ann Polytechnic:

T. Elangovan (Facilitator)
Pang Loke Wee (Leader)
Jeannie Wong
Joyce Tang
Lee Bin Swan
Steven Lim